MTE1502 ASSIGNMENT 3 2026
DUE 21 JULY 2026
Question 1: Classroom Resources for Teaching Fractions
1.1 Name two manipulatives that can be used to teach fractions in the Intermediate
Phase.
Fraction strips also called fraction bars or fraction walls
Counters (set models)
1.2 For each manipulative named in Question 1.1, state one fraction concept that it
can help learners understand.
Fraction strips can help learners understand equivalent fractions. The fraction wall
visually demonstrates that different fractions can represent the same portion of a whole,
such as ½ = ²⁄₄ = ⁴⁄₈
(MTE1502 Study Guide 2018:23).
Counters as a set model can help learners understand fractions of a collection or group.
For example, when working with 24 counters, learners can see that ¾ of the counters
means dividing the counters into four equal groups and selecting three groups
(MTE1502 Study Guide 2018:19).
, 1.3 Choose one of the manipulatives and explain how you would use it to
represent three-quarters (¾) of one whole.
Fraction strips
Provide each learner with a fraction strip representing one whole. This strip should be the
same length for all learners.
Explain that we want to find ¾ of this whole strip. The denominator (4) tells us we must
divide the whole strip into four equal parts. Have learners fold or mark their strip to divide
it into four equal sections.
The numerator (3) tells us we need to identify or shade three of these four equal parts.
Learners should shade three of the four sections.
Discuss that the shaded portion represents ¾ of the whole strip. Learners can see that ¾
means three out of four equal parts.
Extend the activity by asking learners to place the ¾ strip next to other fraction strips e.g.
½, ¼, ⁶⁄₈ to compare and see that ¾ is the same as ⁶⁄₈, helping them understand
equivalence (MTE1502 Study Guide 2018:23).
DUE 21 JULY 2026
Question 1: Classroom Resources for Teaching Fractions
1.1 Name two manipulatives that can be used to teach fractions in the Intermediate
Phase.
Fraction strips also called fraction bars or fraction walls
Counters (set models)
1.2 For each manipulative named in Question 1.1, state one fraction concept that it
can help learners understand.
Fraction strips can help learners understand equivalent fractions. The fraction wall
visually demonstrates that different fractions can represent the same portion of a whole,
such as ½ = ²⁄₄ = ⁴⁄₈
(MTE1502 Study Guide 2018:23).
Counters as a set model can help learners understand fractions of a collection or group.
For example, when working with 24 counters, learners can see that ¾ of the counters
means dividing the counters into four equal groups and selecting three groups
(MTE1502 Study Guide 2018:19).
, 1.3 Choose one of the manipulatives and explain how you would use it to
represent three-quarters (¾) of one whole.
Fraction strips
Provide each learner with a fraction strip representing one whole. This strip should be the
same length for all learners.
Explain that we want to find ¾ of this whole strip. The denominator (4) tells us we must
divide the whole strip into four equal parts. Have learners fold or mark their strip to divide
it into four equal sections.
The numerator (3) tells us we need to identify or shade three of these four equal parts.
Learners should shade three of the four sections.
Discuss that the shaded portion represents ¾ of the whole strip. Learners can see that ¾
means three out of four equal parts.
Extend the activity by asking learners to place the ¾ strip next to other fraction strips e.g.
½, ¼, ⁶⁄₈ to compare and see that ¾ is the same as ⁶⁄₈, helping them understand
equivalence (MTE1502 Study Guide 2018:23).
